TASK GUIDED DISCOVERY PROBLEM SOLVING

4. TASK

• The task style still has the teacher deciding the content of what will be taught, however it allows the students some decision making and provides them with the chance to work at their own pace Mosston, 1992. This type of style has the teacher designing an arrangement of tasks leading up to the unit outcomes. The tasks are then broken down into a group of activities, each at a different level of difficulty, in which the students progress to achieve the final task Nichols, 1994.

5. GUIDED DISCOVERY

• The guided discovery method crosses over into the student-centered section of the continuum. This approach continues to use teacher- designed movement tasks, however, it is done in a way that allows the children to make individual decisions about how to move Mosston, 1992. In other words, the teacher defines the intended outcome of the movement response, but does not determine how it will be attained. This method is useful if the teacher is trying to get the students to discover the most desirable movement for a certain task or to develop a new skill Nichols, 1994. This allows the students to experiment with different movements in order to achieve the desired goal. It will also increase their of understanding of why certain movements are more advantageous and

6. PROBLEM SOLVING

• The strategy of problem solving is very similar to the strategy of guided discovery except for one important difference. With the guided discovery approach there was only one proper way of performing the final movement or task, therefore the final outcome would always be the same. With the problem solving approach several solutions can be the end result Nichols, 1994. In problem solving, as with guided discovery, the teacher will present a movement challenge that has certain guidelines. The guidelines may be a limitation on the use of space, directions, or movements permitted. The goal is not to find a single correct answer as with guided discovery, instead the objective is for the students to find as many different solutions to the challenge as possible Nichols, 1994. Any movement response that fits within the guidelines is totally acceptable.

7. EXPLORATION